The First Drafts of the Materials

provided in a box to complete the dialogue. Then, after completing the dialogue, they have to perform it in front of the class. Task 15 Instruction: With your partner, make a dialogue based on the situation below using the expressions of asking for and giving description of something. Then, act it out in front of the class. Description: The students are given a chance to create their own dialogue based on the situation given. There are no examples in this task, because they must show their understanding of what they have learnt in the previous tasks. After that, in pairs, they have to act it out in front of the class. Task 16 Instruction: You have learnt how to write a descriptive text. Now, list the workshop equipment that you know in the table below. Then, choose one of them and write a descriptive text of the workshop equipment that you have chosen. Description: The students are given the chance list the name of the workshop equipment that they have already known. Then, they are asked to choose one of them and make a descriptive text of it. There are no examples in this task, because they must show their understanding of what they have learnt in the previous tasks. Table 4.25: The First Draft of Unit 2 Let’s get ready. Task 1 Instruction: With your friend, look at the following picture of a woman and a mechanic in a garage. Then, answer the questions. Description: This task makes the students understand what they are going to learn in this unit. Let’s listen and read. Task 2 Instruction: Read a memo below. Description: This task is aimed at giving examples the materials that students are going to learn in this unit. It makes students have some background knowledge about the text type that they are going to learn in this unit. Task 3 Instruction: The following words are taken from the previous task. Study these words and then match them with their definitions. Number one has been done for you. You may use your dictionary if necessary. continued continued Description: This task is aimed at giving the vocabulary enrichment for the students. The vocabulary list is related to the text that they find in the previous text. Task 4 Instruction: Listen to the recording and complete the missing information based on the dialogue that you heard from the recording. Description: This task is aimed at giving examples the materials that the students are going to learn in this unit. It makes the students have some background knowledge about the expressions that they are going to learn in this unit. Moreover, they will enrich their vocabulary. Task 5 Instruction: Study the explanation below. Description: This task is aimed to provide students with the language features of requesting, commanding, and responding to request and command. Task 6 Instruction: Listen to the recording to complete the missing expressions below. The expressions are provided in the box. Number one has been done for you. Description: This task is aimed to give another example of expressions of request, command, and responding to them and to check the students’ understanding related to the previous task. Task 7 Instruction: Study the note about memos below. Description: This task is aimed to provide students with the features of memos social function and memo’s structure. Task 8 Instruction: Rearrange the jumbled memo below into a good sequence. Description: This task is aimed to check the students’ understanding related to the previous task, to enrich the vocabulary, and to master their pronunciation. Task 9 Instruction: Write T if the statement is true and F if the statement is false based on the memo that you have arranged in Task 8. Then, correct the wrong statements. Number one has been done for you. Description: The students are asked to determine whether the continued continued statements are true or false and correct the false statements. It is aimed to check the students’ understanding of a whole content the main idea and the detailed information of the memo. Task 10 Instruction: Answer the following questions based on the dialogue that you heard from the recording. Description: The students listen to the dialogue and answer the questions based on the dialogue. This task is aimed to check the students’ understanding of the information they heard. Let’s speak and write. Task 11 Instruction: Listen to the recording and complete the dialogue with the information you heard. Then, practice it with your friend. Description: This task is aimed to give the other example of the materials they learnt in this unit. This task is also aimed to check the students’ understanding related to the previous tasks. After completing the dialogue, in pairs, they have to practice it in front of the classroom. Task 12 Instruction: Study the explanation below. Description: This task is aimed to provide students with the grammar input used in memos. Task 13 Instruction: In pairs, complete the memo below by arranging the jumbled imperative sentences. Look at the example. Description: This task is aimed to check the students’ understanding related to the previous task. Task 14 Instruction: In pairs, complete the dialogue below with the sentences provided in the box. Then, act it out in front of the class. Number one has been done for you. Description: This task is aimed to check the students’ understanding related to the previous tasks that they have done. In pairs, students have to choose the answers sentences provided in a box to complete the dialogue. Then, after completing the dialogue, they have to perform it in front of the class. Task 15 Instruction: Now, make a memo based on the dialogue between Mr Gani and David in the previous task. Pretend that you are David and you inform the mechanics about the project next Friday. continued continued Description: The students are given a chance to write a memo based on the situation given. There are no examples in this task, because they must show their understanding of what they have learnt in the previous tasks. Task 16 Instruction: In pairs, make a dialogue containing expressions of request and command based on the given situation below. Then, role-play it in front of the class. Description: The students are given the chance to create their own dialogue based on the given situation. There are no examples in this task, because they must show their understanding of what they have learnt in the previous tasks. Table 4.26: The First Draft of Unit 3 Let’s get ready. Task 1 Instruction: With your friend, look at the following picture of a woman and a man in a travel agency. Then, answer the questions. Description: This task makes the students understand what they are going to learn in this unit. Let’s listen and read. Task 2 Instruction: Read a public transportation schedule and an itinerary below. Description: This task is aimed at giving examples the materials that students are going to learn in this unit. It makes students have some background knowledge about the text type that they are going to learn in this unit. Task 3 Instruction: The following words are taken from the previous task. Study these words and then match them with their definitions. Number one has been done for you. You may use your dictionary if necessary. Description: This task is aimed at giving the vocabulary enrichment for the students. The vocabulary list is related to the text that they find in the previous text. Task 4 Instruction: Listen to the recording and complete the missing information based on the dialogue that you heard from the recording. continued continued Description: This task is aimed at giving examples the materials that the students are going to learn in this unit. It makes the students have some background knowledge about the expressions that they are going to learn in this unit. Moreover, they will enrich their vocabulary. Task 5 Instruction: Study the explanation below. Description: This task is aimed to provide students with the language features of asking for information, thanking, and responding to thanks. Task 6 Instruction: Listen to the recording to complete the missing expressions below. The expressions are provided in the box. Number one has been done for you. Description: This task is aimed to give another example of expressions of asking for information, thanking, and responding to thanks and to check the students’ understanding related to the previous task. Task 7 Instruction: Study the note about public transportation schedules and itineraries below. Description: This task is aimed to provide students with the features of public transportations’ schedules and itineraries social function and structure. Task 8 Instruction: Read the flight schedule and itinerary below. Then, complete the missing parts of the itinerary based on the words provided in the box and the flight schedule. Description: This task is aimed to check the students’ understanding related to the previous task, to enrich the vocabulary, and to master their pronunciation. Task 9 Instruction: Now, answer these following questions based on the flight schedule and itinerary in the previous task. Description: The students are asked to answer the questions after reading the texts. It is aimed to check the students’ understanding of a whole content the main idea and the detailed information of the public transportation’s schedule and itinerary. continued continued Task 10 Instruction: Answer these following questions based on the dialogue that you heard from the recording. Description: The students listen to the dialogue and answer the questions based on the dialogue. This task is aimed to check the students’ understanding of the information they heard. Let’s speak and write. Task 11 Instruction: Listen to the recording and complete the dialogue with the information you heard. Then, practice it with your friend. Description: This task is aimed to give the other example of the materials they learnt in this unit. This task is also aimed to check the students’ understanding related to the previous tasks. After completing the dialogue, in pairs, they have to practice it in front of the classroom. Task 12 Instruction: Study the explanation below. Description: This task is aimed to provide students with the grammar input used in itineraries. Task 13 Instruction: In pairs, complete the itinerary below using the correct preposition for, by, in , or on . Look at the example. Description: This task is aimed to check the students’ understanding related to the previous task. Task 14 Instruction: With your partner, complete the dialogue below with the sentences provided in the box. Then, perform it in front of the class. Look at the example. Description: This task is aimed to check the students’ understanding related to the previous tasks that they have done. In pairs, students have to choose the answers sentences provided in a box to complete the dialogue. Then, after completing the dialogue, they have to perform it in front of the class. Task 15 Instruction: In pairs, make a dialogue containing expressions of asking for information, thanking, and responding to thanks based on the given situation below. Then, role-play it in front of the class. Description: The students are given the chance to create their continued continued own dialogue based on the given situation. There are no examples in this task, because they must show their understanding of what they have learnt in the previous tasks. Task 16 Instruction: Now, write an itinerary in the previous table below based on the given situation. Description: The students are given chance to write an itinerary based on the given situation. There are no examples in this task, because they must show their understanding of what they have learnt in the previous tasks.

4. The Results of Expert Judgement

After the materials have been developed, then, the evaluation by the expert was conducted. The evaluation was conducted by giving questionnaire to the expert or evaluator. There were two parts in the questionnaire: the first one is the close-ended questions and the second one is the open-ended questions. The questionnaire was adapted from BSNP and consists of four aspects. Those aspects were content appropriateness, language appropriateness, presentation appropriateness, and lay-out appropriateness. There was one expert who evaluated the materials. The evaluator was the material expert and a credible lecture from English Education Department, State University of Yogyakarta. The evaluator is a Doctor of Educational Research and Evaluation graduate of State University of Yogyakarta. continued

a. The Results of Expert Judgement and Revision of Unit 1

1 The Result of Expert Judgement a. Content Appropriateness The first aspect in evaluating the materials in Unit 1 was the appropriateness of the content. The table below shows the result of the expert judgement analysis of the content appropriateness of Unit 1. Table 4.27: The Content Appropriateness of Unit 1 No. Item Score 1. The developed materials are in accordance with the aims. 4 2. The developed materials are in accordance with the standard competence and basic competence of English lesson in Vocational High School including the four skills. 4 3. The topic of the unit is relevant with their study programme and their work life. 4 4. The texts in the developed materials are relevant with their study programme and their work life. 4 5. The developed materials are in accordance with the course grid. 4 6. The materials are taken from the relevant and latest sources in accordance with the topic discussed. 3 7. The developed materials encourage students to develop the personal, social, academic, and vocational skills. 3 b. Language Appropriateness The next aspect to evaluate the materials was the appropriateness of the language. The result of the expert judgement analysis is shown in the following table. Table 4.28: The Language Appropriateness of Unit 1 No. Item Score 8. The language used in the instructions and explanations is relevant with the level of students’ cognitive development. 4 9. The language used in the developed materials is clear and understandable. 4 10. The language used in the developed materials consistently uses one style of English. 3 11. The developed materials use the appropriate English grammar. 3 12. The developed materials use the appropriate English spelling. 3 13. The developed materials are cohesion and coherence. 4 c. Presentation Appropriateness The third aspect dealt with the appropriateness of the presentation. The table below shows the result of the expert judgement analysis of presentation appropriateness of Unit 1. Table 4.29: The Presentation Appropriateness of Unit 1 No. Item Score 14. The developed materials are developed systematically in accordance with the steps of the characteristic of materials: preface, contents, and closing. 4 15. The developed materials are presented step by step from guided activities, group activities, and individual activities. 4 16. The developed encourage motivate students to interact with other students, the teacher, and other people. 4 17. The developed materials improve the students’ ability on self-reflection and evaluation. 3 d. Layout Appropriateness The last aspect to evaluate the materials was the appropriateness of the layout. The following table shows the result of expert judgement analysis related to layout appropriateness of Unit 1. Table 4.30: The Layout Appropriateness of Unit 1 No. Item Score 18. The developed materials are printed using the ISO standard paper size A4, A5, B5. 4 19. The settings the unit title, sub-title, illustration, page number, and picture explanation are proportional. 4 20. The illustrations and the graphics in developed materials are aesthetic and functional. 4 21. The developed materials do not use too many types of fonts. 4 22. The designs are totally interesting. 4 2 The Review of Unit 1 The scores of all the aspects of the materials evaluation are mostly very good. However, some parts in Unit 1 still have weaknesses and need revisions. The weaknesses are the grammar, punctuation, capitalisation, and inappropriate instructions. 3 The Revision of Unit 1 Based on the result of expert judgement analysis and suggestions from the evaluator or the expert, there are some parts of the unit has to be revised. The following table shows the points of revisions of Unit 1 and their revisions.